This issue discusses some of the strategies SENCos and classroom teachers can share with colleagues to enable them to support the development of reading across the curriculum

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SENCO Week discusses the important educational base provided by reading skills, and considers strategies to help older children who are struggling with reading, in order to improve their general literacy

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The importance of teaching spelling, and its affect on literacy, was highlighted in recent interim reports from the Primary Review; so what should schools be doing to teach the core skill of spelling? Debbie Hepplewhite looks at current thinking, requirements and problems

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Do your pupils struggle with spelling? Linda Evans offers support for SENCos and classroom teachers when helping them

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Manga is a Japanese style of print cartoon or graphic novel. Angela Youngman looks at how Manga novels might be used to inspire children in school towards an interest in literature

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Until recently, schools faced copyright barriers when scanning textbooks for pupils with additional support needs. Paul Nisbet discusses recent changes to the law, and their implications for pupils in Scotland and the rest of the UK

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Children live in a visual world and the ability to read visual images is becoming a vital skill. Rebecca Jenkin offers guidance on how to help key stage 2 students think critically about visual data

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How can schools collaborate with their communities to achieve better reading results for their pupils? This e-bulletin encourages SENCOs to consider recruiting and training volunteer helpers as ‘Reading Buddies’

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This chapter from Thinking Through Primary Teaching is an excellent resource for primary school teachers to help develop pupils’ skills in writing and structuring their written responses

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This free 11 page literacy resource focuses on creative thinking in literacy, art and design

The renewed Primary Framework places an enhances emphasis on speaking and listening. With this in mind, Rebecca Jenkin offers some ideas on how to promote these core skills at key stage 2

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When pupils find it difficult to write legibly and reasonably quickly, it can significantly disadvantage them in school. We look at how SENCOs can organise additional support

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Spelling is an area where many well-educated adults lack confidence, let alone children who are still developing as writers. It’s important to have a whole-school policy for teaching this important skill. read more

Pupils who have significant difficulties with spelling will need some sort of structured programme. This week we provide some tips and a HELPSHEET which outlines a possible group or individual education plan. read more

In this issue of SENCO week, we will consider the SENCO’s role in developing reading, beginning with how you can support excellent ‘first teaching’ read more

Once a teacher has identified that a child is experiencing difficulty with reading, the next step is often to approach the SENCO for an assessment of the child read more

This week, we look at some ways to get family members involved in a child’s interest in books and developing reading skills read more

The ability to write is still of prime importance, it’s a complex activity and many children with SEN need extra help and support

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In many schools, it is the SENCO who has the main responsibility for managing Teaching Assistants (TAs). SENCO Week provides tips on selecting your TAs effectively

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Practical advice on specific and carefully planned interventions for those pupils’ needs that cannot be met in ‘ordinary’ classrooms

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What happens when all the pupils and staff at a school read the same book at the same time, and what impact can this kind of whole-school project have on CPD? Lesley Hutchison explains

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With 20% of children leaving school with lower than expected literacy levels, additional support is needed. Reading Recovery, a reading intervention programme developed in 1993, offers exactly that, say Rebecca Jenkin and Isobel Goss read more

David Leat examines the nature of ‘facts’ and considers why it is important that teachers and pupils really understand what a ‘fact’ is

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How can we encourage and develop young writers? Carol Archer describes an ambitious project designed to extend creativity and enable children to evaluate their own narrative and poetry read more

Invite your pupils to become published music critics with the Bachtrack Young Reviewer programme read more

Ensuring that all pupils can read by the time that they leave primary school is a priority for headteachers across the country. Ben Barton looks at how new technology might make this easier read more

Collaborative work can have an energising effect across the curriculum. Jo Counsell describes a collaborative project that used dance to enhance literacy learning read more

Storyteller Taffy Thomas provides games and activities to stimulate children’s and younger people’s capacity to tell stories

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The Reading Recovery programme has established a reputation as an effective intervention for pupils at risk of failing to learn to read. A new research review examines its strengths and weaknesses

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Sal McKeown looks at some of the implications of the renewed primary Framework for those working with children with special educational needs read more

What is literacy for children who do not learn to read and write? Drawing on a recent study, Dr Lyn Layton calls for a radical reinterpretation of what is meant by literacy, arguing that we should prepare all teachers to recognise a broad interpretation of literacy that is in line with the diverse needs and activities of learners

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Sarah Whitehead describes a project that she undertook as part of a postgraduate professional development course for SENCOs. She highlights the value of having time for systematic professional reflection, and how this can be used to good effect when introducing ‘Catch Up’, an intervention designed to support reading development read more

These classroom activities can help develop grammar skills, particularly syntax and morphology

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A six-phase programme for teaching phonics aims to help children become fluent readers by the age of seven read more

Reading should be a primary school’s biggest priority, says Steve Mynard, editor of Primary Headship

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Trevor Millum outlines a truly novel way to get pupils to enjoy manipulating and using words read more

Sara Wernham looks at the Renewed Primary Framework for Literacy and discovers how it will affect teachers read more

Schools across the UK are being invited to participate in an exciting national campaign to help children develop their handwriting skills read more

Maggie Parker-Heys urges early years practitioners to appreciate and nurture the skills required to form even the simplest letters

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Joanne Haine, foundation stage coordinator at Baring Primary School in London, describes how innovative use of ICT made assessment exciting for children and practitioners alike. read more

Ask the pupils to imagine a world with no ‘O’ read more

Dysgraphia is a processing problem causing difficulty in remembering and using the correct sequence of muscle movements in order to write

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We all know that learning to read is a very important step for any child to make, but how can we be sure that we are offering children the best introduction to this skill. Roger Hurn unpicks some of the issues currently under debate. read more

Educational consultant Mike Fleetham shares some interesting ideas about choosing books and looks at some practical ideas for using stories to develop children’s thinking. read more

Rob Sanderson of Wigan Schools Library Service offers some practical advice for building an early years library. read more

Angela Youngman finds out about a scheme to improve communication in early years settings through the use of sign language

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Use all the openings possible to encourage your children to express themselves through the written word, says Lynn Cousins. read more

Writing frames undoubtedly have their uses, but they can also limit the creative talents of the more able, writes Frank Bruce read more

Most schools are not making the teaching of literacy and numeracy a high enough priority, according to Ofsted inspectors. read more

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